Classroom Management

CLASSROOM

MANAGEMENT

Bekasi, October 18, 2014

Mobit W. Atmojo

Listen, comprehend, and think of what the

complexities beyond the “KITARO” music are!

Key “broad field” of

Classroom Management

Managing Student Motivation

Managing Students’ Contraint

Managing Teachers’ Role

Is teaching art or science?

Classroom Management: encompasses

an abundance of factor ranging from how

you physically arrange the classroom

to teaching style to one of my favorite

notion. (Brown:14)

The simplest principle of classroom

management for learning is the classroom

itself.

The Fundamental of Classroom

Management

Your Body

Classroom

Your Voice

Sight, Sound, Comfort

Seating Arrangement

Whiteboard

Equipment

Verbal:

Voice Projection, Not loud blooming voice

Clearly by all student, Farthest student can hear

Clearly articulate, Keep Natural

Nonverbal:

Let your body posture exhibit as air of confidence

Facial and hand are beneficial for clearing the unclear

Eye contact, don’t burry in your note and plan

Do not plant your feet firmly in one place

Follow the conventional rules, dress appropriately

Which one is the best seat arrangement at language learning, particularly at English Course, e.g. at New Concept?

A B

What are your roles as a teacher?

Authority Figure

Leader

Knower

Director

Manager

Counselor

Guide

Friend

Confidante

Parent

Conductor

Lecturer

Checker

Monitor

Informer

Facilitator

Entertainer

Psychologist

Presenter

Assistant

Actor/ Performer

Motivator

What should teacher do?

Teacher should be able to manage

the time

the behavior

the material

the strategy

the teaching performance

the relationships

the self ’s and students’ motivation

Do you plan your lesson?

How important is it?

Imagine you teach without

lesson planning!

Campare teaching with to

without lesson planning

Knowing the Lesson Plan Lesson plan:

Knowing the goal (overall purpose), Knowing

the objective, Material, Time allocation,

Procedure-Evaluation

Be effective in instruction

Face behavior or lesson

Be ready with technological devises

Preventing burnout

Generic componen of a lesson plan

Lesson

Plan

Role of

Teacher

Role of

Student Perspective

(Openning)

Ask what student have learned in

previous lesson

Preview new lesson

Tell what they’ve learnt

Respond to preview

Stimulation Prepare students for new activity

Presents attention grabber

Relate activity to their lives

Respond to attention grabber

Instruction/

participation

Present activity

Check for understanding

Encourage involvement

Do activity

Show understanding

Interact with other

Closure Ask what students have learnt

Preview future lesson

Tell what they’ve learnt

Give input on future lesson

Follow-Up Presents other activities to

reinfoce some concept

Presents opportunuties for

interaction

Do new activities

Interact with other

Shrum & Glison (1994)

Example of time management No Steps Steps Activities Time 1 Perspective Praying Praying together led by students. 2

2 Perspective Greeting Teacher greet student in variety. 3

3 Perspective Apperception They are talking about attendance,

signing, the passes, answering urgent

student question.

5

4 Instruction Conveying

material

Teachers teach based on the lesson plan. 15

5 Instruction Drilling +

Practicing

Teachers practice the teaching

procedures.

25

6 Closure Evaluation Teacher preview and evaluate students

by oral, written or games.

8

7 Follow-up Closing and

Praying

Teachers close the class. 2

Note: No 1 and 2 can be vise versa

Avoid teaching at the first minutes of the class

Preparing for special events

Effective teacher learns to anticipate the

ramification of every situation

Teacher always has a plan

- Having rules together

- Student can declare the rules together

- At the beginning and the end of

the lesson

Some example of classroom rules

Unplanned teaching

The physical

space

The physical self

Lesson has begun

The warm-up has

gone well

Good direction

Student are clear

about

Uncontrolled

discussion

Treated by some

issues

Theme discussed

out of mind

Students are all

alert

Or even Students digress and throw off the plan for the

day.

Or, you digress and throw off the plan for the day.

An unexpected and pertinent question come up

Student is disruptive in the class

You ask a question and you don't know the

answer

There is enough time

We realize that the lesson should be changed.

So, what do we best to do, then?

We Need

Staying calm

Assessing the situation quickly

Making a midstream change in your

plan

Allowing the lesson

To move on

POISE

Teaching some under circumstances

Teaching the large class (multi-level class)

Ideally language classes have no more than a dozen of students (one level)

Provide diversity

Students interaction

Students’ opportunity to participate and to get individual attention

Student will get unexpected time and chance to self exposure

Problem of large class Ability across student varies widely

Individual teacher-student attention is minimized

Student opportunity to speak are lessened

Teacher feedback on student works is limited

TO OVERCOME :

Get student feels important by learning name and using

them

Get student to do as much interactive works as possible

Optimize the use of pair work and small group to give

student chance to perform their English

Don’t collect the written work from student at the same time

Our Roles as Teacher

Authority

Figure

Leader

Knower

Director

Manager

Counselor

Guide

Friend

Confidante

Parent

Lecturer

Teacher should

know well

on:

Yourself

Your limitation

Your strength

Your likes and

dislikes

Conductor

Checker

Monitor

Informer

Facilitator

Entertainer

Psychologist

Presenter

Assistant

Actor/ Performer

Teaching style

TEACHING

STYLE

1 2 3 4 5 6 TEACHING

STYLE

SHY GREGORIOUS

FORMAL INFORMAL

RESERVED OPEN

UNDERSTAND DRAMATIC

RATIONAL EMOTIONAL

STEADY VARIATY OF

MOOD

SERIOUS HOMUROUS

RESTRICTIVE PERMISSIVE

Where is your position?

How to Manage Multilevel Class?

Time Pre Intro 1 B 3 E 2

09.00-09.05 Teacher

Directed

Teacher

Directed

Teacher Directed

09.05-09.20 Teacher

Directed

Desk work Group work

09.20-09.35 Desk work Group work Teacher Directed

09.35-09.50 Group work Teacher

Directed

Desk work

09.50-10.00 Teacher

directed

Teacher

directed

Teacher Directed

What kind of teacher are you?

That’s Why, As Teacher We should be Sailing across

the sea to get the knowledge of teaching!

Flying to find the best ways of teaching!

Dying to take the golden idea of teaching!

Trying to be the best for ourselves and our student!

References: Brown, HD. 1994. “Teaching by Principles, An

Interactive Approach to Language Pedagogy”. New Jersey

Marzano, Robert J. 2005. “A Handbook for Classroom Management that Works”. ASCD. Alexandria Virginia USA

Wright, Tony. 2005. “Classroom Management in Language Education”. Palgrave Macmillan

Nicolic ,Vesna and Cabaj, Hanna. 1999. “Am I Teaching Well”

Richard Jack. 2002. Methodology in Language Teaching An Anthology of Current Practice, United Kingdom. Cambridge University Press

Mini Quizzes

1. What is class management?

2. How important is classroom management in your teaching?

3. What is teacher responsibility on class management?

4. How do you implement the lesson plan in the class?

5. How do you motivate your students?

6. How do you determine your role in the classroom?